CHAPTER IV RESULT AND DISCUSSION
A. Research Findings
2. Students' Responses on the implementation of using a
pre-test and post-pre-test can easily be seen. If the mean score of the post-pre-test was higher than the mean score of the pre-test, the student's vocabulary was improved.
Table 4. 4 The Difference Between Mean Score of Pre-test and Post-test
Test Mean score
Pre-test 64,57
Pos- test 81,30
Difference 16,73
According to table 4.4 above, the difference in mean scores between the pre-test and post-test was 16,73. The mean score in the post-test was higher than the mean score in the pre-test. Also, most students improved their vocabulary mastery after treatment using the guessing game. It was strong proof that the guessing game helps students improve their vocabulary.
2. Students' Responses on the implementation of using a guessing game to
(SD) = 4. The percentage was then calculated by the researcher and demonstrated in the table below.
Table 4. 5 The result of student’s responses to implementing the guessing game on positive statements
F % F % F % F % F %
1 13 50 13 50 0 0 0 0
2 14 54 11 42 1 4 0 0
3 11 42 15 58 0 0 0 0
4 3 12 20 77 3 12 0 0
5 11 42 14 54 1 4 0 0
6 6 23 18 69 1 4 1 4
7 13 50 10 38 3 12 0 0
8 5 19 14 54 7 27 0 0
9 17 65 9 35 0 0 0 0
10 8 31 18 69 0 0 0 0
Agree
Belajar penguasaan vocabulary melalui
“guessing game” sangat menarik dan menyenangkan.
QUESTIONNAIRE NO
Strongly Agree
Belajar penguasaan vocabulary melalui
“guessing game” membuat pelajaran lebih menyenangkan.
Belajar penguasaan vocabulary melalui
“guessing game” memberi pengaruh postif kepada saya.
total
26 100 Belajar penguasaan vocabulary melalui
“guessing game” membuat saya aktif dalam pembelajaran.
Belajar penguasaan vocabulary melalui
“guessing game” membuat saya dapat bekerja sama dengan baik dalam menyelesaikan permainan tebak-tebakkan.
Belajar penguasaan vocabulary melalui
“guessing game” meningkatkan kemampuan saya dalam penguasaan vocabulary.
Belajar penguasaan vocabulary melalui
“guessing game” menambah kosakata Bahasa Inggris saya.
Belajar penguasaan vocabulary melalui
“guessing game” membuat saya mampu memahami pelajaran dengan cepat.
Disagree Strongly Disagree
Belajar penguasaan vocabulary melalui
“guessing game”, memudahkan saya untuk memahami kosakata dalam Bahasa inggris.
Belajar penguasaan vocabulary melalui
“guessing game” membuat saya lebih aktif dalam proses belajar.
Based on the data presented above, the researcher concluded that guessing effectively improved students' vocabulary. According to the first question, half
of the students (50%) selected strongly agree (SA), and (50%) agree that the guessing game made it easier for students to understand vocabulary in English.
Referring to question number two was about guessing making students more active in the learning process; 54% chose strongly agree (SA), 42% agree (A), and 4% disagree (D); students agreed that guessing games made students more active in the learning process.
Furthermore, for question number 3, learning vocabulary mastery through a guessing game is exciting and fun, 42% strongly agree (SA), 58% agree (A), and no students chose to disagree (D) or strongly disagree (SD). Consequently, almost all students agree that guessing game is exciting and fun.
The fourth question was about learning vocabulary mastery through guessing games makes students active in learning; 12% of students chose strongly agree (SA), 77% agree (A), and 12% disagree (D), which means students agreed that guessing games made them active in learning.
Guessing game allows students to cooperate in resolving guessing games (question number 5); 42% of students chose strongly agree (SA), 54% agree (A), and 4% disagree (D). It showed that students agreed that the guessing game made them cooperate.
Guessing games improve students' ability in vocabulary mastery (question number 6); 32% of students chose strongly agree (SA), 69% agree (A), 4%
disagree (D), and 4% strongly disagree (SD). It means students agreed that guessing game improved their ability in vocabulary mastery.
Guessing games increase students' English vocabulary (question number 7); 50% of students chose strongly agree (SA), 38% agree (A), 12% disagree (D), and no students chose strongly disagree (SD). It means students agreed that guessing game increase students' English vocabulary.
In addition, for question number 8, guessing games enable students to understand lessons quickly.; 19% of students chose strongly agree (SA), 54%
agree (A), 27% disagree (D), and no students chose strongly disagree (SD). It indicated that only 27% out of 73 % of students disagree that guessing games enable them to understand lessons quickly.
For question number 9, guessing games make lessons more fun; 65% of students chose strongly agree (SA), % 35 agree (A), and no students chose to disagree (D) and strongly disagree (SD), meaning that all students agreed that guessing games made lessons more fun.
The final question (number 10) concerned that guessing games positively influence students; 31% of students chose strongly agree (SA), and 69% agree (A), meaning that all students agreed had a positive influence on them.
Table 4. 6 The result of student’s responses to implementing the guessing game on negative statements
F % F % F % F % F %
1 16 62 10 38 0 0 0 0
2 10 38 16 62 0 0 0 0
3 8 31 16 61 2 8 0 0
4 16 61 9 35 1 4 0 0
5 9 35 15 57 2 8 0 0
6 12 46 12 46 2 8 0 0
7 14 54 11 42 1 4 0 0
8 14 54 10 38 2 8 0 0
9 5 19 18 69 2 8 1 4
10 14 54 10 38 2 8 0 0
total
Disagree Agree
Strongly
Belajar penguasaan vocabulary melalui
“guessing game” tidak bermanfaat bagi saya.
26 100 Belajar penguasaan vocabulary melalui
“Guessing game” membuat saya lebih sulit berinteraksi dengan siswa lainnya.
Belajar penguasaan vocabulary melalui
“guessing game” membuat saya acuh tak acuh untuk bertanya dengan tutor saya.
Belajar penguasaan vocabulary melalui
“Guessing game” sangat menganggu konsentrasi saya.
Belajar penguasaan vocabulary melalui
“guessing game” membuat saya malas bertanya mengenai materi yang diberikan oleh tutor saya.
Belajar penguasaan vocabulary melalui
“Guessing game” tidak memberi pengaruh.
positif kepada saya
Belajar penguasaan vocabulary melalui
“Guessing game” membosankan bagi saya.
Belajar penguasaan vocabulary melalui
“Guessing game”tidak meningkatkan kosakata Bahasa Inggris saya.
Belajar penguasaan vocabulary melalui
“Guessing game” membuat saya mangantuk saat saat menerima pelajaran vocabulary.
Belajar penguasaan vocabulary melalui
“Guessing game” tidak mudah saya pahami.
NO QUESTIONNAIRE
Strongly Disagree Agree
Based on the table above, the first question, a guessing game is not helpful for students, 62% of students chose strongly disagree (SA), and 38% disagree, meaning the guessing game was worthwhile.
Question number 2 was about guessing games make students challenging to interact with others, 38% of students chose strongly disagree (SA), and 62%
disagree; no students chose strongly agree (SA) and agree (A); it indicated students disagreed that guessing games made students challenging to interact with others.
Guessing games make students indifferent to ask the teacher (question number 3); 31% of students chose strongly disagree (SD), 61% disagree (D), and 8% agree (A). It showed that students disagreed that guessing games made students indifferent to ask their teacher.
Following question number 4, guessing games make students lazy to ask about the material provided by the teacher, 61% of students chose strongly disagree (SD), 35% disagree (D), and 4% agree (A). It means that most students disagree that guessing games made them lazy to ask about the material provided by their teacher.
Besides, question number 5 about guessing games do not have a positive effect on students; 35% of students chose strongly disagree (SD), 57% disagree (D), and 8% agree (A). It concluded that guessing games had a positive effect on students.
Furthermore, for question number 6, guessing games are boring, 46% of students chose strongly disagree (SD), 46% disagree (D), and 8% agree (A). It means that guessing games did not make students bored.
In addition, guessing game does not increase students' English vocabulary (question number 7) 54% of students chose strongly disagree (SD), 42% disagree (D), and 4% agree (A). Guessing games could increase students' English vocabulary.
Question number 8, guessing games make students sleepy while receiving vocabulary lessons, 46% of students chose strongly disagree (SD), 46% disagree (D), and 8% agree (A). It showed that guessing game boosts student motivation in English classes.
Next is Question number 9; guessing games are not easy for students to understand; 19% of students chose strongly disagree (SD), 69% disagree (D), 8% agree (A), and 4% strongly agree. It means that guessing game leads students to believe that learning English is easy.
The last Question (number 10) was about guessing games disturb students' concentration; 54% of students chose strongly disagree (SA), 38% disagree, and 8% agree (A), meaning that all students agreed that the guessing game did not disturb students' concentration.
Table 4. 7 The Results of the Questionnaire
Based on table 4.7 above, the total score of the questionnaire was 2096.
The average score of student responses, when combined with the value of positive and negative statements on the use of guessing games in increasing students' vocabulary mastery was 80.62, which indicated that students' responses positively to the use of guessing games in improving students' vocabulary mastery.
Negative statement
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 3 4 3 3 4 3 3 4 4 4 4 3 2 4 4 4 3 4 3 4 71
2 4 3 3 3 4 4 4 3 3 3 3 4 3 4 4 3 4 4 3 4 72
3 3 3 4 3 3 3 4 2 3 4 4 3 3 3 3 2 4 3 3 3 66
4 3 3 3 3 2 3 3 4 4 3 3 3 2 3 4 3 2 3 2 2 62
5 4 4 4 3 4 3 4 3 4 4 4 3 4 4 3 4 4 4 3 4 79
6 4 4 4 3 4 3 4 3 3 3 4 3 3 3 4 4 4 3 4 3 76
7 4 4 4 3 4 4 4 4 4 4 4 4 3 4 3 3 4 4 3 3 81
8 3 3 4 3 4 3 2 3 4 3 3 3 3 3 3 3 3 2 3 4 70
9 3 4 3 3 3 4 3 2 4 3 4 3 3 4 3 4 4 4 3 3 76
10 4 4 4 3 3 3 4 3 4 4 4 3 4 4 4 4 4 4 4 4 85
11 3 4 3 3 4 3 2 3 4 3 3 3 3 3 3 2 3 2 4 2 71
12 4 4 4 3 4 3 4 2 4 3 4 4 3 4 4 4 3 4 3 3 83
13 3 2 3 2 3 2 2 2 3 3 3 3 3 2 3 3 3 3 3 3 67
14 3 3 4 2 4 3 3 3 4 3 4 4 4 4 2 4 4 4 4 4 84
15 3 4 4 4 3 3 4 4 4 4 4 3 3 4 4 3 4 4 3 4 88
16 3 4 3 4 3 3 4 3 3 3 4 3 4 4 3 3 3 4 3 4 84
17 4 3 3 2 3 1 4 2 4 4 4 4 3 4 4 4 4 4 1 4 83
18 4 4 4 3 3 4 4 4 4 3 4 4 4 3 3 4 3 4 3 4 91
19 4 4 4 4 4 3 3 3 4 3 4 4 3 4 3 4 3 3 3 4 90
20 4 4 3 3 4 4 3 3 4 4 3 3 4 4 3 3 4 4 3 3 90
21 4 4 3 3 3 3 3 2 3 3 4 4 3 3 4 4 4 3 3 4 88
22 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 82
23 4 3 3 3 3 4 4 3 4 3 4 4 4 4 3 3 4 3 4 3 93
24 3 3 3 3 3 3 4 3 3 3 3 3 3 4 3 3 4 3 3 4 88
25 4 3 3 3 3 3 3 3 4 3 3 3 3 3 2 3 3 3 2 3 85
26 3 3 3 3 3 3 3 2 3 3 3 4 4 4 3 4 3 4 3 4 91
total 91 91 89 78 88 81 88 76 95 86 94 88 84 93 85 88 91 90 79 90 2096
mean 80.62
No. Item
Positive Statement Total
No.
Res.
The positive question with the highest total score was question number 9, namely “Belajar penguasaan vocabulary melalui guessing game membuat pelajaran lebih menyenangkan”, with a total score of 95, while the lowest total score was question number 8, namely “Belajar penguasaan vocabulary melalui guessing game membuat saya mampu memahami pelajaran dengan cepat”, with a total score of 76. For negative questions, the highest total score was question number 11, namely "Belajar penguasaan vocabulary melalui guessing game tidak bermanfaat bagi saya.", with a total score of 94, while the lowest total score was in question number 19, namely "Belajar penguasaan vocabulary melalui guessing game tidak mudah saya pahami.", with a total score of 79. Furthermore, from the previous description, it was concluded that learning through guessing games creates a fun learning atmosphere and increases student concentration.
The guessing game was beneficial and made it eased the students to remember vocabulary, so it had an impact on improving their vocabulary. Besides that, the game could make students active in the learning process, create teamwork among students, and build an exciting and fun learning atmosphere.
So, it showed that students positively responded to the use of guessing games in improving their vocabulary mastery.